Learning and Teaching Styles for Teaching Effectiveness

2012 ◽  
pp. 79-91
Author(s):  
Anshu Saxena Arora ◽  
Reginald Leseane ◽  
Mahesh S. Raisinghani
Keyword(s):  
Learning Styles ◽  
Cognitive Abilities ◽  
Teaching Effectiveness ◽  
Instructional Methods ◽  
Teaching Style ◽  
Teaching Styles ◽  
Learning And Teaching ◽  
Learning Patterns ◽  
Index Of Learning Styles ◽  
Practical Implications

Students do not have homogeneous learning patterns, their learning styles and preferences vary, their cognitive abilities vary; similarly instructors employ different teaching methods. This research explores the linkages between learning and teaching styles by using the Felder-Solomon Index of Learning Styles and CORD’s teaching style inventories to match and expand the learning and teaching styles interpretation from the learners’ perspective. This research provides practical implications for educators to think about how their students learn and what would be the best instructional methods for their learners.

Learning and Teaching Styles for Teaching Effectiveness

2011 ◽  
Vol 6 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Anshu Saxena Arora ◽  
Reginald Leseane ◽  
Mahesh S. Raisinghani
Keyword(s):  
Learning Styles ◽  
Teaching Methods ◽  
Cognitive Abilities ◽  
Teaching Effectiveness ◽  
Teaching Style ◽  
Teaching Styles ◽  
Learning And Teaching ◽  
Learning Patterns ◽  
Index Of Learning Styles ◽  
Practical Implications

Students do not have homogeneous learning patterns, their learning styles and preferences vary, their cognitive abilities vary; similarly instructors employ different teaching methods. This research explores the linkages between learning and teaching styles by using the Felder-Solomon Index of Learning Styles and CORD’s teaching style inventories to match and expand the learning and teaching styles interpretation from the learners’ perspective. This research provides practical implications for educators to think about how their students learn and what would be the best instructional methods for their learners.

INFLUENCE OF LEARNING AND TEACHING STYLE ON STUDENTS' ACADEMIC PERFORMANCE

2021 ◽  
Vol 72 (2) ◽  
pp. 46-56
Author(s):  
T.V. Lantseva ◽  
Keyword(s):  
Student Achievement ◽  
Academic Performance ◽  
Learning Styles ◽  
Student Teaching ◽  
Teaching Style ◽  
Teaching Styles ◽  
Practical Significance ◽  
Learning And Teaching ◽  
Significant Difference ◽  
New Knowledge

Research Problem. This article examines the practice and shows the theory and outcome of the study of whether there is a significant relationship of students' academic performance depending on their learning and teaching style, whether there is a significant difference in students' grades depending on their teachers' teaching styles, and whether there is a significant difference between students' academic performance. The purpose of the study focuses on gaining new knowledge about the relationship between the learning and teaching style of a university instructor and student's academic performance. The methodology, methods, and techniques of the study. This study used the Grasch-Richman Learning Styles Questionnaire, which includes tools to assess both learning styles and teaching styles. Our study was designed as a survey study (suitable for determining the existing situation without intervention) and used a quantitative research methodology. The study also used a teaching style inventory method. Results. The results of the study showed that student achievement scores did not change significantly based on their teaching styles; a significant difference was found between student achievement and the correspondence between faculty teaching style and student teaching style. Scientific novelty/practical significance. The new knowledge gained allows us to consider the implications of how emerging learning opportunities relate to student preparation in higher education and teacher level support. Conclusions and Recommendations. The results of our study confirm that learning, teaching styles, and student achievement are interrelated, but in examining these three variables, other variables such as the specific difficulties encountered in teaching a particular subject, the age group of students, and the context of the school must also be considered. There is no "bad" style of qualified teaching. It should not, however, interfere with a teacher's professional development. New knowledge about teaching/learning styles can be useful for beginning university teachers as well as for their students.

Compatibility of Students' Learning and Teaching Styles on Their Ratings of College Teaching

1985 ◽  
Vol 61 (3_suppl) ◽  
pp. 1215-1220 ◽  
Author(s):  
Frank E. Pettigrew ◽  
Dorothy B. Zakrajsek ◽  
Mary A. Bayless ◽  
Grace Goc-Karp
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Rating Scale ◽  
Teaching Style ◽  
Teaching Styles ◽  
College Teaching ◽  
Learning And Teaching ◽  
Learning Styles Inventory ◽  
Style Preferences ◽  
Instructional Styles

Student's ratings of teaching performance were compared for those whose preferences for learning style were strongly matched ( n = 77) and strongly mismatched ( n = 40) with their instructors' preference of teaching style. Canfield's Learning Styles Inventory and Canfield and Canfield's Instructional Styles Inventory measured learning and teaching style preferences. The rating scale was designed from a catalog of items. Analysis of variance indicated no significant differences in instructors' ratings between the two groups.

scholarly journals Learning styles and teaching styles determine students’ academic performances

2019 ◽  
Vol 8 (4) ◽  
pp. 610
Author(s):  
Nithya Dewi Subramaniam Chetty ◽  
Lina Handayani ◽  
Noor Azida Binti Sahabudin ◽  
Zuraina Ali ◽  
Norhasyimah Hamzah ◽  
...  
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Style ◽  
Visual Learning ◽  
Teaching Styles ◽  
Learning Preferences ◽  
Programming Technique ◽  
Learning And Teaching ◽  
The Relationship

<span>Individuals learn in different ways using several learning styles, but lecturers may not always share material and learning experiences that match students’ learning preferences. Mismatches between learning and teaching styles can lead to disappointment with students are taking, and lead to underperformance among them. The aim of this study is to identify the learning styles of the students enrolled in Universiti Malaysia Pahang who were registered in Programming Technique course and to investigate the relationship between students’ learning styles and teachers’ teaching styles. Five lecturers and 251 students were involved in the study as participants and. Data from students were collected using Leonard, Enid’s VAK Learning Style Survey. Meanwhile, the teaching styles of the lecturers were identified using Grasha and Reichmann’s Teaching Style Survey. The findings revealed that majority of the student’s preferred visual learning style. The result also shows that the lecturers’ teaching styles give an impact towards the <br /> students’ academic performance. From this study, we can conclude that teaching styles have significant impacts on students’ learning styles and academic performances.</span>

scholarly journals MATCH AND MISMATCH BETWEEN LEARNING STYLES OF EFL STUDENTS AND TEACHING STYLES OF EFL TEACHERS

2021 ◽  
Vol 6 (1) ◽  
pp. 45-58
Author(s):  
Zahratul Jannah ◽  
Veni Roza ◽  
Merry Prima Dewi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching Style ◽  
Teaching Styles ◽  
Learning And Teaching ◽  
Quantitative And Qualitative Research ◽  
Efl Students ◽  
Class Viii ◽  
Dependent Learning ◽  
Relationship Of

          The purposes of this research were to find out what students’ learning styles and teachers’ teaching styles at MTsN 02 Bukittinggi and to find out what are the matches or mismatches between students’ learning styles and teachers’ teaching styles at MTsN 02 Bukittinggi. The design of this research was combining both quantitative and qualitative research. The population of this research was grade VIII at MTsN 02 Bukittinggi. The sample was collected from two classes with a total number of students was 78 students and two different English teachers who taught in both classes. The instrument of this research was questionnaire and interview. The result showed that both classes had the same dominant learning style. In class VIII.6, there were dependent, participant, and collaborative learning styles. Meanwhile, in class VIII.7, the dominant learning styles was collaborative, participant and dependent learning style. While the teachers also had the same dominant teaching styles which were expert, formal authority, and personal model teaching style. Based on the theory of Grasha (2002) about the relationship of learning and teaching style, the researcher found that there was a match between learning styles and teaching styles at MTsN 02 Bukittingg and it was in cluster 2.    

scholarly journals Do Learning & Teaching Styles Affect Students Performance? An Empirical Study

2011 ◽  
Vol 3 (9) ◽  
Author(s):  
Felix U. Kamuche
Keyword(s):  
Adverse Effects ◽  
Empirical Study ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Style ◽  
Teaching Styles ◽  
Learning And Teaching ◽  
The Subject

The ways in which students normally obtain, retain, and get back information are defined as the students’ learning style.  Mismatches often occur between the learning styles of students in a Basic Statistics class and the teaching style of the instructor, with adverse effects on the quality of the students’ learning and on their attitudes toward the class and the subject.  The purpose of this study was to determine whether or not congruency of learning and teaching styles improve students’ performance in my Basic Statistics class.

scholarly journals Learning Style Dimensions and Professional Characteristics of Academic Librarians

2015 ◽  
Vol 76 (4) ◽  
pp. 450-468
Author(s):  
Amanda Rinehart ◽  
Jennifer Sharkey ◽  
Chad Kahl
Keyword(s):  
Learning Styles ◽  
Interpersonal Communication ◽  
Learning Style ◽  
Staff Training ◽  
Teaching Styles ◽  
Academic Librarians ◽  
Professional Characteristics ◽  
Index Of Learning Styles ◽  
Different Types ◽  
Different Characteristics

Do librarians with different characteristics, such as type of work responsibilities or age, have different learning styles? The authors analyzed results from over 1,500 responses to a version of the Index of Learning Styles (ILS) questionnaire based on the Felder-Silverman Learning Styles model. This model consists of eight dimensions paired on four scales: Active/Reflective; Sensing/Intuitive; Visual/Verbal; and Sequential/Global. In addition to their scores on the ILS questionnaire, respondents were also asked about demographic and professional characteristics. Statistically significant differences in learning style scores were found to exist between librarians with different types of position responsibilities. In particular, for three out of four scales, catalogers have statistically different learning styles than other librarian groups. Recognition of different learning styles and thoughtful integration of appropriate teaching styles may improve workplace interpersonal communication, enhance professional development and staff training, and strengthen teaching.

English language learning and teaching styles in two Turkish primary schools

2009 ◽  
Vol 37 (8) ◽  
pp. 1117-1128 ◽  
Author(s):  
Ilknur Pekkanli Egel
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Primary School ◽  
Language Learning ◽  
Primary Schools ◽  
Teaching Style ◽  
Teaching Styles ◽  
Foreign Language Learning ◽  
Primary School Students ◽  
School Students

Foreign language learning styles are aimed at facilitating students' learning and therefore the teaching style used is important in terms of matching learners' styles to their educational needs. The present study was aimed at investigating several dimensions of primary school students' language learning styles and the ways in which certain styles are shaped and favored by teachers' teaching styles. The primary aim was to find out whether or not the measures taken by the Turkish Ministry of Education regarding rectifying the shortage of teachers of English as a foreign language have had an effect on the learning styles of primary school students. The secondary aim was to examine the varying learning styles of EFL students in two primary schools and to establish whether or not there has been a change in these learning styles. Finally, the researcher examined whether or not the economic conditions of the schools had an influence on the students' learning styles.

Selecting teaching style based on group technology philosophy

2017 ◽  
Vol 9 (4) ◽  
pp. 521-529
Author(s):  
Abdelhakim Abdelhadi
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Design Methodology ◽  
Group Technology ◽  
Teaching Style ◽  
Original Research ◽  
Content Type ◽  
Index Of Learning Styles ◽  
Class Level ◽  
Intended Learning Outcomes

Purpose The purpose of this paper is to classify students into clusters at class level according to their preferred learning styles by using group technology. Design/methodology/approach The Felder and Silverman index of learning styles is used to determine the preferred learning styles of the students, then similarity-coefficient analysis is used to group students into clusters based on the similarity of their preferences. Findings Using this approach would allow the instructor to use a teaching style suitable for the students in order to achieve the intended learning outcomes. Originality/value This is an original research with promising findings to help educators using this approach to achieve the intended learning outcomes.

scholarly journals Los estilos de enseñanza y la atención a la diversidad de estilos de aprendizaje en posgrado / Teaching Styles and Attention to Diversity of Postgraduate Learning Styles

2019 ◽  
Vol 6 (1) ◽  
pp. 35-42
Author(s):  
Violeta Leonor Romero Carrion
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching Style ◽  
Teaching Styles ◽  
Master's Students ◽  
Common Features ◽  
Teachers And Students ◽  
Attention To Diversity ◽  
The Relationship

ABSTRACTThe aim was to establish the relationship between teaching styles and the diversity of learning styles; The Teaching Styles questionnaires were applied to teachers and the Honey-Alonso Questionnaire of learning styles to Master's students. We found predominance of functional teaching style and theoretical learning style. There is more synchrony between teachers and students, Open - Active, the pair was formed, with common features, correlation (ρ = 0.73) but if the pair have no common traits (ρ = -0.05). It is advisable for teachers to develop different teaching styles, enabling an inclusive education.RESUMENEl objetivo fue establecer la relación entre los estilos de enseñanza y la diversidad de los estilos de aprendizaje; se aplicaron los cuestionarios de Estilos de Enseñanza a los docentes y el Cuestionario Honey-Alonso de estilos de aprendizaje a los estudiantes de Maestría. Se encontró predominancia del estilo de enseñanza funcional y del estilo de aprendizaje teórico. Existe mayor sintonía, entre los docentes y estudiantes, Abierto – Activo, el par se formó, con rasgos comunes, correlación (ρ= 0,73) pero si el par no tienen rasgos comunes (ρ= -0,05). Es recomendable que los docentes desarrollen estilos de enseñanza diversos, posibilitando una educación inclusiva.

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